Skip to content Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV6I120004 Volume: 06 Issue: 12 Pages: 40-45 Date: October 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Rose Anne Balmaña Cañeda-Dumlao. (October 2025). Evaluation of School-Based Management Implementation and the Level of Stakeholders’ Involvement: Basis for Community Engagement Plan. United International Journal for Research & Technology (UIJRT) , 6 (12), 40-45. Abstract This study explores the relationship between stakeholders’ involvement in the level of School-Based Management (SBM) implementation, grounded in the belief that community engagement is integral to quality education. Using a descriptive-correlational design, information was sought from parents, teachers and community members with regard to their demographic details, extent of involvement and perceptions about SBM practices. Results show that stakeholders were frequently involved in governance, curriculum enhancement, community development, and student activities. Most schools were assessed at the Developing level of SBM implementation. Challenges identified include time constraints, financial limitations, weak organizational structures, and gaps in institutional support. Nevertheless, opportunities such as academic improvement, youth connection, and community recognition were evident. Statistical analyses revealed no significant relationship between stakeholder involvement and SBM implementation in most domains, except for a weak negative correlation in student activities. Age was found to significantly influence stakeholder participation, while sex and organizational membership had limited impact. To address these findings, a Comprehensive Community Engagement Plan was proposed, structured around eight Key Result Areas (KRAs) which include: (1) Age and Gender-Responsive Engagement (2) Stakeholder Capacity Building (3) Academic Support and Enrichment Programs; (4) Formal Recognition and Incentives (5) Technical Assistance for SBM Implementation (6) Community-Initiated and Tailored Projects (7) Formalization of Stakeholder Membership and (8) Monitoring, Evaluation, and Feedback Mechanism. These KRAs provide a strategic framework for fostering inclusive participation, strengthening school-community partnerships, and supporting the sustainable advancement of educational outcomes. Keywords: Community engagement, Education, Governance, School-Based Management, Stakeholder involvement. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794 Paper Details Subject: Educational Management Paper ID: UIJRTV6I120004 Volume: 06 Issue: 12 Pages: 40-45 Date: October 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Rose Anne Balmaña Cañeda-Dumlao. (October 2025). Evaluation of School-Based Management Implementation and the Level of Stakeholders’ Involvement: Basis for Community Engagement Plan. United International Journal for Research & Technology (UIJRT) , 6 (12), 40-45. Abstract This study explores the relationship between stakeholders’ involvement in the level of School-Based Management (SBM) implementation, grounded in the belief that community engagement is integral to quality education. Using a descriptive-correlational design, information was sought from parents, teachers and community members with regard to their demographic details, extent of involvement and perceptions about SBM practices. Results show that stakeholders were frequently involved in governance, curriculum enhancement, community development, and student activities. Most schools were assessed at the Developing level of SBM implementation. Challenges identified include time constraints, financial limitations, weak organizational structures, and gaps in institutional support. Nevertheless, opportunities such as academic improvement, youth connection, and community recognition were evident. Statistical analyses revealed no significant relationship between stakeholder involvement and SBM implementation in most domains, except for a weak negative correlation in student activities. Age was found to significantly influence stakeholder participation, while sex and organizational membership had limited impact. To address these findings, a Comprehensive Community Engagement Plan was proposed, structured around eight Key Result Areas (KRAs) which include: (1) Age and Gender-Responsive Engagement (2) Stakeholder Capacity Building (3) Academic Support and Enrichment Programs; (4) Formal Recognition and Incentives (5) Technical Assistance for SBM Implementation (6) Community-Initiated and Tailored Projects (7) Formalization of Stakeholder Membership and (8) Monitoring, Evaluation, and Feedback Mechanism. These KRAs provide a strategic framework for fostering inclusive participation, strengthening school-community partnerships, and supporting the sustainable advancement of educational outcomes. Keywords: Community engagement, Education, Governance, School-Based Management, Stakeholder involvement. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Call for Papers September 2026 | [email protected] | ISSN: 2582-6832 | Google Scholar | Impact Factor: 5.794
Paper Details Subject: Educational Management Paper ID: UIJRTV6I120004 Volume: 06 Issue: 12 Pages: 40-45 Date: October 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Rose Anne Balmaña Cañeda-Dumlao. (October 2025). Evaluation of School-Based Management Implementation and the Level of Stakeholders’ Involvement: Basis for Community Engagement Plan. United International Journal for Research & Technology (UIJRT) , 6 (12), 40-45. Abstract This study explores the relationship between stakeholders’ involvement in the level of School-Based Management (SBM) implementation, grounded in the belief that community engagement is integral to quality education. Using a descriptive-correlational design, information was sought from parents, teachers and community members with regard to their demographic details, extent of involvement and perceptions about SBM practices. Results show that stakeholders were frequently involved in governance, curriculum enhancement, community development, and student activities. Most schools were assessed at the Developing level of SBM implementation. Challenges identified include time constraints, financial limitations, weak organizational structures, and gaps in institutional support. Nevertheless, opportunities such as academic improvement, youth connection, and community recognition were evident. Statistical analyses revealed no significant relationship between stakeholder involvement and SBM implementation in most domains, except for a weak negative correlation in student activities. Age was found to significantly influence stakeholder participation, while sex and organizational membership had limited impact. To address these findings, a Comprehensive Community Engagement Plan was proposed, structured around eight Key Result Areas (KRAs) which include: (1) Age and Gender-Responsive Engagement (2) Stakeholder Capacity Building (3) Academic Support and Enrichment Programs; (4) Formal Recognition and Incentives (5) Technical Assistance for SBM Implementation (6) Community-Initiated and Tailored Projects (7) Formalization of Stakeholder Membership and (8) Monitoring, Evaluation, and Feedback Mechanism. These KRAs provide a strategic framework for fostering inclusive participation, strengthening school-community partnerships, and supporting the sustainable advancement of educational outcomes. Keywords: Community engagement, Education, Governance, School-Based Management, Stakeholder involvement. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Paper Details Subject: Educational Management Paper ID: UIJRTV6I120004 Volume: 06 Issue: 12 Pages: 40-45 Date: October 2025 ISSN: 2582-6832 Statistics: Full Text [PDF] Cite this Rose Anne Balmaña Cañeda-Dumlao. (October 2025). Evaluation of School-Based Management Implementation and the Level of Stakeholders’ Involvement: Basis for Community Engagement Plan. United International Journal for Research & Technology (UIJRT) , 6 (12), 40-45.
Rose Anne Balmaña Cañeda-Dumlao. (October 2025). Evaluation of School-Based Management Implementation and the Level of Stakeholders’ Involvement: Basis for Community Engagement Plan. United International Journal for Research & Technology (UIJRT) , 6 (12), 40-45.
Abstract This study explores the relationship between stakeholders’ involvement in the level of School-Based Management (SBM) implementation, grounded in the belief that community engagement is integral to quality education. Using a descriptive-correlational design, information was sought from parents, teachers and community members with regard to their demographic details, extent of involvement and perceptions about SBM practices. Results show that stakeholders were frequently involved in governance, curriculum enhancement, community development, and student activities. Most schools were assessed at the Developing level of SBM implementation. Challenges identified include time constraints, financial limitations, weak organizational structures, and gaps in institutional support. Nevertheless, opportunities such as academic improvement, youth connection, and community recognition were evident. Statistical analyses revealed no significant relationship between stakeholder involvement and SBM implementation in most domains, except for a weak negative correlation in student activities. Age was found to significantly influence stakeholder participation, while sex and organizational membership had limited impact. To address these findings, a Comprehensive Community Engagement Plan was proposed, structured around eight Key Result Areas (KRAs) which include: (1) Age and Gender-Responsive Engagement (2) Stakeholder Capacity Building (3) Academic Support and Enrichment Programs; (4) Formal Recognition and Incentives (5) Technical Assistance for SBM Implementation (6) Community-Initiated and Tailored Projects (7) Formalization of Stakeholder Membership and (8) Monitoring, Evaluation, and Feedback Mechanism. These KRAs provide a strategic framework for fostering inclusive participation, strengthening school-community partnerships, and supporting the sustainable advancement of educational outcomes. Keywords: Community engagement, Education, Governance, School-Based Management, Stakeholder involvement. Related Papers Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
This study explores the relationship between stakeholders’ involvement in the level of School-Based Management (SBM) implementation, grounded in the belief that community engagement is integral to quality education. Using a descriptive-correlational design, information was sought from parents, teachers and community members with regard to their demographic details, extent of involvement and perceptions about SBM practices. Results show that stakeholders were frequently involved in governance, curriculum enhancement, community development, and student activities. Most schools were assessed at the Developing level of SBM implementation. Challenges identified include time constraints, financial limitations, weak organizational structures, and gaps in institutional support. Nevertheless, opportunities such as academic improvement, youth connection, and community recognition were evident. Statistical analyses revealed no significant relationship between stakeholder involvement and SBM implementation in most domains, except for a weak negative correlation in student activities. Age was found to significantly influence stakeholder participation, while sex and organizational membership had limited impact. To address these findings, a Comprehensive Community Engagement Plan was proposed, structured around eight Key Result Areas (KRAs) which include: (1) Age and Gender-Responsive Engagement (2) Stakeholder Capacity Building (3) Academic Support and Enrichment Programs; (4) Formal Recognition and Incentives (5) Technical Assistance for SBM Implementation (6) Community-Initiated and Tailored Projects (7) Formalization of Stakeholder Membership and (8) Monitoring, Evaluation, and Feedback Mechanism. These KRAs provide a strategic framework for fostering inclusive participation, strengthening school-community partnerships, and supporting the sustainable advancement of educational outcomes.
Keywords: Community engagement, Education, Governance, School-Based Management, Stakeholder involvement.
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026 Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026 Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026 Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026 The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026 Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026 Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026 Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026 Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026 Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City September 21, 2026
Stakeholder Participation in Brigada Eskwela: Toward a Sustainable School–Community Partnership Plan in Sorsogon City
Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School September 21, 2026
Mental Health Assessment and Help-Seeking Behavior Among College Students: Basis for Mental Health Program in School
Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement September 21, 2026
Students’ Awareness and Knowledge of Guidance and Counseling Services at Medina College: Basis for Program Enhancement
Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc. August 28, 2026
Relationship of Study Habits and Competency Development of Bachelor of Science in Hospitality Management of Northern Zambales College Inc.
The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning August 28, 2026
The Effect of TPACK-Based Interactive Learning Media on Students’ Critical Thinking Skills in Elementary School Science and Social Studies Learning
Instructional Leadership Support and Professional Growth Among TVL Teachers August 28, 2026
Instructional Leadership Support and Professional Growth Among TVL Teachers
Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements August 22, 2026
Evaluating thee Level of Impact of the Integrated Christian Formation Program on Students’ Self-Esteem and Academic Achievements
Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action August 21, 2026
Role of Technology in Enhancing Continuous Professional Development for Teachers: Basis for a Plan of Action
Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data August 4, 2026
Human Resource Detection of Cybersecurity Risks Using Public Insider Threat Data
Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes July 30, 2026
Exploring the Experiences in the Implementation of Marungko Approach in Multigrade Classes
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